目的 分析中医学术型研究生的科研实验技能培训效果,明确其培训需求和培训的改进方向。方法 2018年10月至11月,选取上海中医药大学龙华医院2014级~2017级146名中医学术型研究生为研究对象,对其进行科研实验技能培训相关的问卷调查。采用χ²检验和logistic回归方法对相关数据进行分析。结果 小班培训能够提升研究生的科研技能(χ²=11.280,P<0.01)、加快项目进展(χ²=9.271,P<0.01)和提高科研兴趣(χ²=10.491,P<0.01);入驻科技中心实验室时间越长,对研究生的项目进展(χ²=22.822,P<0.01;趋势χ²＝14.896,P<0.01)、科研兴趣(χ²=18.576,P<0.01 ;趋势χ²＝14.887,P<0.01)和科研技能(χ²=16.797,P<0.01;趋势χ²＝8.574,P<0.01)的提高越有帮助。64.0%~85.7%的研究生认为4大培训模块内容有帮助,57.3%~89.8%的研究生认为需要增加新的培训内容,且无论是硕士研究生还是博士研究生、在读研究生还是毕业研究生,其评估结果的差异均无统计学意义。结论 研究生参加小班培训、入驻中心实验室开展课题研究均有助于其科研技能的提升、科研项目的进展和科研兴趣的提高;切合研究生需求的培训内容需要保留和更新。

Objective To analyse the effect of experimental skills training for research of academic graduate students of traditional Chinese medicine, clarify their training needs and improvement direction. Methods From October to November of 2018, a questionnaire survey was conducted to investigate the experimental skills training for research of 146 academic graduate students of traditional Chinese medicine from 2014 to 2017 in Longhua Hospital, Shanghai University of Traditional Chinese Medicine. Chi-square test and logistic regression analysis were conducted to process the questionnaire data. Results Small class training can improve graduate students research skills (χ²=11.280,P<0.01), accelerate project progress (χ²=9.271,P<0.01) and enhance research interests (χ²=10.491,P<0.01). The longer graduate students were trained in the central laboratory, the better research project progress (χ²=22.822,P<0.01;trend χ²＝14.896,P<0.01) and research interests (χ²=18.576,P<0.01;trend χ²＝14.887,P<0.01) and skills (χ²=16.797,P<0.01;trend χ²＝8.574,P<0.01) was enhanced. The training components in the small class training were regarded as helpful by 64.0%-85.7% students. Adding the deep training items were considered necessary by 57.3%-89.8% students. There was no significant difference in the assessment between students for master's degree and for doctoral degree and nor their undergraduate and graduate period when they were surveyed. Conclusions Graduate students' participation in small class training and entering the central laboratory to carry out project research are conducive to the improvement of their research skills, progress of research projects and interest in Lab research. The training components meet the requirements but need to be updated.